Equity & Social Accountability
At the SFU Stephens Family School of Medicine, equity and social accountability shape how we learn, work and build relationships with the communities we serve.
Together, these commitments guide how we educate future physicians, conduct research, build partnerships and contribute to a more equitable health-care system.
We recognize that systemic barriers affect who can enter, feel included and advance as learners, staff and faculty in medical education. As a new medical school, we have a responsibility to critically examining current approaches and institutional practices, and to build fairer, more transparent and inclusive learning and working environments for all.
Equity
Equity means identifying and removing barriers that create unfair disadvantages. It also means promoting fairness while recognising the need to address systemic and structural disadvantages.
Social Accountability
The World Health Organization defines the social accountability of medical schools as the obligation to direct education, research and service activities toward the priority health concerns of the communities, regions and nations they serve.
Putting Equity and Social Accountability into Practice
Equity and social accountability are reflected throughout how we build the school.
They shape who we welcome into the school, what and how we teach, the questions we study, how we build partnerships, whose knowledge informs our work, how resources are allocated, and how we respond when people experience barriers or harm.
Together, these principles guide our work to create a learning and working environment where people can access opportunities and support equitably, experience belonging, thrive and contribute their strengths.
They also guide our work beyond the school as we prepare physicians to provide culturally responsive, compassionate care and work in partnership with the individuals, families and communities they serve. Our emphasis on primary and community-based care reflects the importance of bringing care closer to where people live.
As a new medical school, we are still developing this approach. We will continue to listen, learn and build relationships as the school grows. This page reflects our work to date and will evolve as communities and partners help us understand where we can improve.
Who We Serve
We recognise that different communities experience health care and education differently, and that systemic barriers can shape access, experiences and outcomes.
Through the education we provide and the research we conduct, we are working toward a health-care system that meets the needs of all British Columbians, including members of historically, systemically and persistently marginalised groups living in urban, rural and remote communities.
Principles on How We Advance Equity and Social Accountability
These principles guide how we work together and put equity and social accountability into practice.
- Advance Indigenous Self-Determination: We approach equity and social accountability in ways that support Indigenous Peoples’ authority to shape decisions affecting their health and well-being. We work in alignment with Indigenous priorities and leadership, respect distinct knowledge systems and governance, and address institutional practices that limit self-determination.
- Embed and Coordinate the Work: We work alongside teams to integrate equity and social accountability into everyday decisions and responsibilities. We connect related efforts, share resources and coordinate responsibilities to reduce duplication and make effective use of people’s time and expertise.
- Build Reciprocal Relationships and Support Repair: We listen deeply to understand people, cultures and contexts within and beyond the school. We value diverse perspectives, recognise contributions fairly and seek mutual benefit. We approach disagreement with curiosity and attention to power. When harm occurs, we support responses grounded in dignity, care, accountability and opportunities for repair.
- Support Agency and Continuous Learning: We connect equity and social accountability learning to people’s values, roles and practical challenges, offering meaningful choices in how they engage. Conversation, sharing ideas, and giving and receiving constructive feedback help us grow and learn from one another. We draw on research, community knowledge and experience to test assumptions and improve our approaches.
- Design the Work to Support Equity and Well-Being: We consider who can participate and what they need to do so, building accessibility and flexibility into our processes. We distribute workloads fairly, recognise contributions and provide support, avoiding disproportionate demands on historically, systemically and persistently marginalised groups. Advancing equity and social accountability should sustain well-being for all. Supportive working conditions also strengthen faculty, staff and clinical educators’ capacity to help learners thrive.
- Practice Transparency and Accountability: We explain decisions, clarify responsibilities and share progress and challenges. We provide opportunities to question and inform our work, demonstrate how input influences action, and make follow-through visible. We assess intended and unintended effects, acknowledge shortcomings and report on our impact while respecting confidentiality.
Our approach to equity and social accountability is grounded in SFU’s Equity Compass and Community Well-being Plan.